O8-6 Participation in physical education, extra-curricular activities, and community sports among Irish adolescents with and without functional difficulties

Abstract Background Physical activity for adolescents with disabilities (AWD) are reported to have even greater health benefits than for adolescents without disabilities (AWoD). The settings for organised physical activity opportunities can include physical education, extra-curricular activities and community sport. Few studies have reported whether there are differences in participation in these settings between AWD and AWoD. The purpose of this study was to report differences in participation in organised physical activity between AWD and AWoD in Ireland. Methods Data, were disaggregated by disabilities, from the Irish children sport participation and physical activity 2018 study; a national representative self-report survey. Adolescents selected sports and physical activities they took part in the last 12 months in physical education, extra-curricular activities, and community sports. The child functioning module was completed with data coded according to the Washington group on disability statistics criteria. Data were stratified by gender and school level, with average scores of the number of activities analysed by T-Tests with Hedge's g, and no participation by Chi-square test of independence. Results The weighted sample included 6646 adolescents (53% female, 68% secondary level), of which 16% reported disabilities. Specific difficulties were sensory (4%), physical (1%), cognitive (7%), and behavioural (9%). More AWD reported they did not do any organised physical activities in all three settings (physical education, p = 0.029, extra-curriculum, p = >.001, community sport p = >.001) than AWoD. Adolescents with behavioural disabilities reported fewer types of physical education activities (males primary, p = .014, g =.31; secondary, p = .008, g = .24) and community sports (male primary, p = >.001, g = .49; female secondary, p = .027, g = .14) than adolescents without behavioural disabilities. Conclusions Adolescents with behavioural difficulties were the largest disability group and reported fewer number of organised physical activities than AWoD; reinforcing actions are needed to increase perceived choice of activities. An alarming number of AWD reported no organised physical activities in all three settings. More thorough studies are required to investigate these reasons, and to provide support across settings, whereby differences in participation between adolescents with and without disabilities are not so profound.


Background
Physical activity for adolescents with disabilities (AWD) are reported to have even greater health benefits than for adolescents without disabilities (AWoD). The settings for organised physical activity opportunities can include physical education, extra-curricular activities and community sport. Few studies have reported whether there are differences in participation in these settings between AWD and AWoD. The purpose of this study was to report differences in participation in organised physical activity between AWD and AWoD in Ireland. Methods Data, were disaggregated by disabilities, from the Irish children sport participation and physical activity 2018 study; a national representative self-report survey. Adolescents selected sports and physical activities they took part in the last 12 months in physical education, extra-curricular activities, and community sports. The child functioning module was completed with data coded according to the Washington group on disability statistics criteria. Data were stratified by gender and school level, with average scores of the number of activities analysed by T-Tests with Hedge's g, and no participation by Chi-square test of independence.

Conclusions
Adolescents with behavioural difficulties were the largest disability group and reported fewer number of organised physical activities than AWoD; reinforcing actions are needed to increase perceived choice of activities. An alarming number of AWD reported no organised physical activities in all three settings. More thorough studies are required to investigate these reasons, and to provide support across settings, whereby differences in participation between adolescents with and without disabilities are not so profound. Keywords: Disabilities, health promotion, adapted physical activity, surveillance, Ireland Abstract citation ID: ckac094.063 O8-7 Do physical activity, motor skills, and attention capacities predict the academic achievement of primary school children from disadvantaged neighbourhoods? Elaboration of inference conditional trees Caroline Bernal 1 , Nicolas Fabre 1 , Lena Lhuisset 1 , Julien Bois 1 1 STAPS, Université de Pau et des Pays de l'Adour (UPPA), Tarbes, France Corresponding author: bernalcaroline@gmail.com

Background
In the 6-10 year period, physical activity (PA) and motor skills have a positive impact on cognitive development, which in turn act on academic performance. In order to better understand these links, a study was conducted to explore these relationships for disadvantaged children between the ages of 6 and 10. Methods Children from two primary schools located in a disadvantaged neighbourhood (Tarbes, France) participated in the study. Variables were measured at 5 measurement times over 3 academic school years (2016; 2017; 2018). PA was measured by accelerometry over the whole day and weekend (MVPAF, MVPAWF). Motor skills were also assessed with a shuttle run test (NAV), a standing broad jump test (SBJ) and a tapping test (TT). A cardiorespiratory Shuttle Run test 20m (AR) was also carried out. Attentional capacities were measured with a computer-based Flanker Task: the Total Reaction Rime (RTT) of the correct answers (ms) for each child was collected. Finally, the children's score academic performance in French Language and Mathematics were collected. To study the relationships between the different variables, conditional inference trees including all these variables were performed with R software. Two trees were generated having as target variables respectively French language (FR) and Mathematics (MAT).

Results
French language (FR) was predicted first by the age of the children (p > 0.001), but as well for the youngest and the oldest chidldren, FR was predicted by performance on the TT (p > 0.001) and RTT (p > 0.001): the children who perform better on the TT test and have a lower RTT are those who obtain the best results in French language. Mathematics (MAT) was explained by these same variables as for FR (p > 0.001). The evaluation of these two conditional inference tree by the Pseudo R-square were respectively 0.13 and 0.11. Discussion These two conditional inference trees revealed that French language and Mathematics were predicted by attentional capacities (RTT), by motor variables (TT, NAV and SBJ). Finally, these models obtained were non-linear, complex and Abstract citation ID: ckac094.064 O8-8 Foundation of Move Healthy: athletic skill development in children from a motor learning perspective Anne Benjaminse 1 1 School of Sportstudies, Hanzehogeschool Groningen, Groningen, The Netherlands Corresponding author: a.benjaminse@pl.hanze.nl

Background
In the European Union, 6.1 million people are being treated in hospital annually for a sports injury. Of this, 31% of these injuries affect young people (15-24 years). Injury incidence, medical and lost productivity costs can be reduced by promoting a healthy and active lifestyle, where attention is paid to primary injury prevention. However, after two decades of initiatives, traditional injury prevention prevention programs seem effective in the short-term and controlled study settings, but have not decreased long-term injury incidence. One reason for this is the content of the exercises, currently being mainly ?closed and static? exercises. These exercises don't reflect realworld situations where unexpected and automatic movements are required involving complicated motor control adaptations. In addition, physical educators (PE) and trainers/coaches (TC) neither experience current exercises as being context specific and contributing to their training goals. To overcome this implementation gap, the purpose of the MoveHealthy project is to create exercise routines PE and TC can use, where children acquire the ability to sustain optimal automatic motor control while engaging in complex athletic, unpredictable environments (e.g. movement of another child, or a ball), whilst minimising their risk to sustain an injury. Methods Exercise routines (3 for primary and 3 for secondary education, 3 for soccer and 3 for basketball) were co-created with the end-users (PE & TC) and their wishes and needs have been incorporated. Furthermore, to train the complex taskperson-environmental interaction, real-world aspects such as visual-motor control where quickly processing environmental cues and anticipation and decision is crucial, was included into all conceptual considerations.